CHAPTER 5:Chemical Kinetics
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The Practice of Chemistry Education (Paper)
CHEMISTRY EDUCATION: THE PRACTICE OF CHEMISTRY EDUCATION RESEARCH AND PRACTICE (PAPER) 2004, Vol. 5, No. 1, pp. 69-87 Concept teaching and learning/ History and philosophy of science (HPS) Juan QUÍLEZ IES José Ballester, Departamento de Física y Química, Valencia (Spain) A HISTORICAL APPROACH TO THE DEVELOPMENT OF CHEMICAL EQUILIBRIUM THROUGH THE EVOLUTION OF THE AFFINITY CONCEPT: SOME EDUCATIONAL SUGGESTIONS Received 20 September 2003; revised 11 February 2004; in final form/accepted 20 February 2004 ABSTRACT: Three basic ideas should be considered when teaching and learning chemical equilibrium: incomplete reaction, reversibility and dynamics. In this study, we concentrate on how these three ideas have eventually defined the chemical equilibrium concept. To this end, we analyse the contexts of scientific inquiry that have allowed the growth of chemical equilibrium from the first ideas of chemical affinity. At the beginning of the 18th century, chemists began the construction of different affinity tables, based on the concept of elective affinities. Berthollet reworked this idea, considering that the amount of the substances involved in a reaction was a key factor accounting for the chemical forces. Guldberg and Waage attempted to measure those forces, formulating the first affinity mathematical equations. Finally, the first ideas providing a molecular interpretation of the macroscopic properties of equilibrium reactions were presented. The historical approach of the first key ideas may serve as a basis for an appropriate sequencing of -
Reactivity and Mechanism of the Reactions in Volving Carbonyl Ylide
Bull, i Korean Chem. Soc.t Vol. 14, No. 1, 1993 149 10. 0. Inganas, R. Erlandsson, C. Nylander, and I. Lunds- eration of other types of ylides.6 Even though many studies trom, J. Phys. Chem. Solids, 45, 427 (1984). have been reported for the intermediates of carbonyl ylides 11. P. Novak, B. Rasch, and W. Vielstich, J. Electro사 诚m Soc., in the reactions of carbenes with a carbonyl oxygens,7 the 138, 3300 (1991). reactions are limited to the discussion of the transition metal 12. K. M. Cheung, D. Bloor, and G. C. Stevens, Polymers, catalyzed decomposition of a diazo compounds in the prese 29, 1709 (1988). nce of a carbonyl group. In this paper we report the reactivity and mechanism of the reactions involving carbonyl ylide intermediate from the photolytic kinetic results of non-catalytic decompositions of diazomethane and diphenyldiazomethane in the presence of a carbonyl group. Reactivity and Mechanism of the Reactions In volving Carbonyl Ylide Intermediate Experimentals Dae Dong Sung*, Kyu Chui Kim, Sang Hoon Lee, General Photolysis Conditions. Diazomethane was and Zoon Ha Ryu* generated by Aldrich MNNG Diazald apparatus as follows.8 1 mmol of l-methyl-3-nitro-l-nitrosoguanidine (MNNG) is Department of Chemistry, placed in the inside tube of. the Diazald kit through its screw Dong-A University, Pusan 604-714 cap opening along with 0.5 mL of water of dissipate any ^Department of Chemistry, heat generated. 3 mL of diethyl ether is placed in the outside Dong-Eui University, Pusan 614-010 tube and the two parts are assembled with a butyl "O”-ring and held with a pinch-type clamp. -
Free Radical Reactions (Read Chapter 4) A
Chemistry 5.12 Spri ng 2003, Week 3 / Day 2 Handout #7: Lecture 11 Outline IX. Free Radical Reactions (Read Chapter 4) A. Chlorination of Methane (4-2) 1. Mechanism (4-3) B. Review of Thermodynamics (4-4,5) C. Review of Kinetics (4-8,9) D. Reaction-Energy Diagrams (4-10) 1. Thermodynamic Control 2. Kinetic Control 3. Hammond Postulate (4-14) 4. Multi-Step Reactions (4-11) 5. Chlorination of Methane (4-7) Suggested Problems: 4-35–37,40,43 IX. A. Radical Chlorination of Methane H heat (D) or H H C H Cl Cl H C Cl H Cl H light (hv) H H Cl Cl D or hv D or hv etc. H C Cl H C Cl H Cl Cl C Cl H Cl Cl Cl Cl Cl H H H • Why is light or heat necessary? • How fast does it go? • Does it give off or consume heat? • How fast are each of the successive reactions? • Can you control the product ratio? To answer these questions, we need to: 1. Understand the mechanism of the reaction (arrow-pushing!). 2. Use thermodynamics and kinetics to analyze the reaction. 1 1. Mechanism of Radical Chlorination of Methane (Free-Radical Chain Reaction) Free-radical chain reactions have three distinct mechanistic steps: • initiation step: generates reactive intermediate • propagation steps: reactive intermediates react with stable molecules to generate other reactive intermediates (allows chain to continue) • termination step: side-reactions that slow the reaction; usually combination of two reactive intermediates into one stable molecule Initiation Step: Cl2 absorbs energy and the bond is homolytically cleaved. -
Andrea Deoudes, Kinetics: a Clock Reaction
A Kinetics Experiment The Rate of a Chemical Reaction: A Clock Reaction Andrea Deoudes February 2, 2010 Introduction: The rates of chemical reactions and the ability to control those rates are crucial aspects of life. Chemical kinetics is the study of the rates at which chemical reactions occur, the factors that affect the speed of reactions, and the mechanisms by which reactions proceed. The reaction rate depends on the reactants, the concentrations of the reactants, the temperature at which the reaction takes place, and any catalysts or inhibitors that affect the reaction. If a chemical reaction has a fast rate, a large portion of the molecules react to form products in a given time period. If a chemical reaction has a slow rate, a small portion of molecules react to form products in a given time period. This experiment studied the kinetics of a reaction between an iodide ion (I-1) and a -2 -1 -2 -2 peroxydisulfate ion (S2O8 ) in the first reaction: 2I + S2O8 I2 + 2SO4 . This is a relatively slow reaction. The reaction rate is dependent on the concentrations of the reactants, following -1 m -2 n the rate law: Rate = k[I ] [S2O8 ] . In order to study the kinetics of this reaction, or any reaction, there must be an experimental way to measure the concentration of at least one of the reactants or products as a function of time. -2 -2 -1 This was done in this experiment using a second reaction, 2S2O3 + I2 S4O6 + 2I , which occurred simultaneously with the reaction under investigation. Adding starch to the mixture -2 allowed the S2O3 of the second reaction to act as a built in “clock;” the mixture turned blue -2 -2 when all of the S2O3 had been consumed. -
A Brief Introduction to the History of Chemical Kinetics
Chapter 1 A Brief Introduction to the History of Chemical Kinetics Petr Ptáček, Tomáš Opravil and František Šoukal Additional information is available at the end of the chapter http://dx.doi.org/10.5772/intechopen.78704 Abstract This chapter begins with a general overview of the content of this work, which explains the structure and mutual relation between discussed topics. The following text provides brief historical background to chemical kinetics, lays the foundation of transition state theory (TST), and reaction thermodynamics from the early Wilhelmy quantitative study of acid-catalyzed conversion of sucrose, through the deduction of mathematical models to explain the rates of chemical reactions, to the transition state theory (absolute rate theory) developed by Eyring, Evans, and Polanyi. The concept of chemical kinetics and equilib- rium is then introduced and described in the historical context. Keywords: kinetics, chemical equilibrium, rate constant, activation energy, frequency factor, Arrhenius equation, Van’t Hoff-Le Châtelier’s principle, collision theory, transition state theory 1. Introduction Modern chemical (reaction) kinetics is a science describing and explaining the chemical reac- tion as we understand it in the present day [1]. It can be defined as the study of rate of chemical process or transformations of reactants into the products, which occurs according to the certain mechanism, i.e., the reaction mechanism [2]. The rate of chemical reaction is expressed as the change in concentration of some species in time [3]. It can also be pointed that chemical reactions are also the subject of study of many other chemical and physicochemical disciplines, such as analytical chemistry, chemical thermodynamics, technology, and so on [2]. -
Photoionization Studies of Reactive Intermediates Using Synchrotron
Photoionization Studies of Reactive Intermediates using Synchrotron Radiation by John M.Dyke* School of Chemistry University of Southampton SO17 1BJ UK *e-mail: [email protected] 1 Abstract Photoionization of reactive intermediates with synchrotron radiation has reached a sufficiently advanced stage of development that it can now contribute to a number of areas in gas-phase chemistry and physics. These include the detection and spectroscopic study of reactive intermediates produced by bimolecular reactions, photolysis, pyrolysis or discharge sources, and the monitoring of reactive intermediates in situ in environments such as flames. This review summarises advances in the study of reactive intermediates with synchrotron radiation using photoelectron spectroscopy (PES) and constant-ionic-state (CIS) methods with angular resolution, and threshold photoelectron spectroscopy (TPES), taking examples mainly from the recent work of the Southampton group. The aim is to focus on the main information to be obtained from the examples considered. As future research in this area also involves photoelectron-photoion coincidence (PEPICO) and threshold photoelectron-photoion coincidence (TPEPICO) spectroscopy, these methods are also described and previous related work on reactive intermediates with these techniques is summarised. The advantages of using PEPICO and TPEPICO to complement and extend TPES and angularly resolved PES and CIS studies on reactive intermediates are highlighted. 2 1.Introduction This review is organised as follows. After an Introduction to the study of reactive intermediates by photoionization with fixed energy photon sources and synchrotron radiation, a number of Case Studies are presented of the study of reactive intermediates with synchrotron radiation using angle resolved PES and CIS, and TPE spectroscopy. -
Fundamentals of Theoretical Organic Chemistry Lecture 9
Fund. Theor. Org. Chem 1 SE Fundamentals of Theoretical Organic Chemistry Lecture 9 1 Fund. Theor. Org. Chem 2 SE 2.2.2 Electrophilic substitution The reaction which takes place between a reactant with an electronegative carbon and an electropositive reagent forming a polarized covalent bond is called electrophilic. In addition, if substitution occurs (i.e. there is a similar polarized covalent bond on the electronegative carbon, which breaks up during the reaction, so the reagent „substitutes” the „old” group or the leaving group) then this specific reaction is called electrophilic substitution. The electronegative carbon is called the reaction centre. In general, the good reactant are molecules having electronegative carbons like aromatic compounds, alkenes and other compounds containing electron-rich double bonds. These are called Lewis bases. On the contrary, good electrophilic reagents are electron poor compounds/molecule groups like acid-halides, which easily form covalent bond with an electronegative centre, thus creating a new molecule. These are often referred to as Lewis acids. According to molecular orbital (MO) theory the driving force for the electrophilic substitution (SE) is a Lewis complex formation involving the LUMO of the Lewis Acid Reagent and the HOMO of the Lewis Base Reactant. Reactant Reagent LUMO LUMO HOMO Lewis base Lewis acid Lewis complex Types of reactions: There are four types of reactions as illustrated below: 2 Fund. Theor. Org. Chem 3 SE Table. 2.2.2-1. Saturated Aromatic SE1 SE1 (Ar) SE2 SE2 (Ar) SE reaction on saturated atom: (1)Unimolecular electrophilic substitution (SE1): The reaction proceeds in two steps. After the departure of the leaving group, the negatively charged reaction intermediate will combine with the reagent. -
Mixtures Comment on What You Observe in This Photograph
Elements Compounds Mixtures Comment on what you observe in this photograph. How do the sweets in this photograph model the idea of elements, compounds and mixtures? Elements, Compounds & Mixtures By the end of this topic students should be able to… • Identify elements, compounds and mixtures. • Define and explain the terms element, compound and mixture. • Give examples of elements, compounds and mixtures. • Describe the similarities and differences between elements, compounds and mixtures. Elements, Compounds & Mixtures How can I classify the different materials in the world around me? Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures Elements, Compounds & Mixtures • What other classification systems do scientists use? • One example is the classification of plants and animals in biology. Elements, Compounds & Mixtures Could I have a brief introduction to elements, compounds and mixtures? Elements, Compounds & Mixtures • Iron and sulfur are both chemical elements. • A mixture of iron and sulfur can be separated by a magnet because iron can be magnetised but sulfur cannot. Elements, Compounds & Mixtures Duration 10 seconds. Duration • Iron and sulfur are both chemical elements. • A mixture of iron and sulfur can be separated by a magnet because iron can be magnetised but sulfur cannot. Elements, Compounds & Mixtures • Iron and sulfur react to form the compound iron(II) sulfide. • The compound iron(II) sulfide has new properties that are different to those of iron and sulfur, e.g. iron(II) sulfide is not attracted towards a magnet. Elements, Compounds & Mixtures Duration Duration 25 seconds. • Iron and sulfur react to form the compound iron(II) sulfide. -
Bsc Chemistry
Subject Chemistry Paper No and Title 05, ORGANIC CHEMISTRY-II (REACTION MECHANISM-I) Module No and Title 15, The Neighbouring Mechanism, Neighbouring Group Participation by π and σ Bonds Module Tag CHE_P5_M15 CHEMISTRY PAPER :5, ORGANIC CHEMISTRY-II (REACTION MECHANISM-I) MODULE: 15 , The Neighbouring Mechanism, Neighbouring Group Participation by π and σ Bonds TABLE OF CONTENTS 1. Learning Outcomes 2. Introduction 3. NGP Participation 3.1 NGP by Heteroatom Lone Pairs 3.2 NGP by alkene 3.3 NGP by Cyclopropane, Cyclobutane or a Homoallyl group 3.4 NGP by an Aromatic Ring 4. Neighbouring Group Participation on SN2 Reactions 5. Neighbouring Group Participation on SN1 Reactions 6. Neighbouring Group and Rearrangement 7. Examples 8. Summary CHEMISTRY PAPER :5, ORGANIC CHEMISTRY-II (REACTION MECHANISM-I) MODULE: 15 , The Neighbouring Mechanism, Neighbouring Group Participation by π and σ Bonds 1. Learning Outcomes After studying this module, you shall be able to Know about NGP reaction Learn reaction mechanism of NGP reaction Identify stereochemistry of NGP reaction Evaluate the factors affecting the NGP reaction Analyse Phenonium ion, NGP by alkene, and NGP by heteroatom. 2. Introduction The reaction centre (carbenium centre) has direct interaction with a lone pair of electrons of an atom or with the electrons of s- or p-bond present within the parent molecule but these are not in conjugation with the reaction centre. A distinction is sometimes made between n, s and p- participation. An increase in rate due to Neighbouring Group Participation (NGP) is known as "anchimeric assistance". "Synartetic acceleration" happens to be the special case of anchimeric assistance and applies to participation by electrons binding a substituent to a carbon atom in a β- position relative to the leaving group attached to the α-carbon atom. -
Density Functional Theory Study of Substituent Effects on the 1,3
Density Functional Theory Study of Substituent Effects on the 1,3-Dipolar Cycloaddition Mechanism Pengliag Sun1, Meng Liu2, Wei Pu1, Yi Jin1, Shixi Liu1, Qiue Cao1, and Zhongtao Ding1 1Yunnan University 2Chinese Academy of Sciences May 29, 2020 Abstract In this study, we performed density functional theory calculations using the B3LYP, M052X, M062X, and APFD functionals to investigate substituent effects on the mechanism of 1,3-dipolar cycloaddition, a classical and effective method for the synthesis of heterocyclic compounds. The results showed that changing the substituents on the chloroxime compounds affects the energy level of the highest occupied molecular orbital and consequently, the progress of the reaction. Finally, it provided an effective idea for this kind of reaction in the design of organic synthesis and the necessary theoretical basis for revealing the course of this reaction. Abstract In this study, we performed density functional theory calculations using the B3LYP, M052X, M062X, and APFD functionals to investigate substituent effects on the mechanism of 1,3-dipolar cycloaddition, a classical and effective method for the synthesis of heterocyclic compounds. The results showed that changing the substituents on the chloroxime compounds affects the energy level of the highest occupied molecular orbital and consequently, the progress of the reaction. Finally, it provided an effective idea for this kind of reaction in the design of organic synthesis and the necessary theoretical basis for revealing the course of this reaction. Keywords: -
Chapter 14 Chemical Kinetics
Chapter 14 Chemical Kinetics Learning goals and key skills: Understand the factors that affect the rate of chemical reactions Determine the rate of reaction given time and concentration Relate the rate of formation of products and the rate of disappearance of reactants given the balanced chemical equation for the reaction. Understand the form and meaning of a rate law including the ideas of reaction order and rate constant. Determine the rate law and rate constant for a reaction from a series of experiments given the measured rates for various concentrations of reactants. Use the integrated form of a rate law to determine the concentration of a reactant at a given time. Explain how the activation energy affects a rate and be able to use the Arrhenius Equation. Predict a rate law for a reaction having multistep mechanism given the individual steps in the mechanism. Explain how a catalyst works. C (diamond) → C (graphite) DG°rxn = -2.84 kJ spontaneous! C (graphite) + O2 (g) → CO2 (g) DG°rxn = -394.4 kJ spontaneous! 1 Chemical kinetics is the study of how fast chemical reactions occur. Factors that affect rates of reactions: 1) physical state of the reactants. 2) concentration of the reactants. 3) temperature of the reaction. 4) presence or absence of a catalyst. 1) Physical State of the Reactants • The more readily the reactants collide, the more rapidly they react. – Homogeneous reactions are often faster. – Heterogeneous reactions that involve solids are faster if the surface area is increased; i.e., a fine powder reacts faster than a pellet. 2) Concentration • Increasing reactant concentration generally increases reaction rate since there are more molecules/vol., more collisions occur. -
UNIT – I Nomenclature of Organic Compounds and Reaction Intermediates
UNIT – I Nomenclature of organic Compounds and Reaction Intermediates Two Marks 1. Give IUPAC name for the compounds. 2. Write the stability of Carbocations. 3. What are Carbenes? 4. How Carbanions reacts? Give examples 5. Write the reactions of free radicals 6. How singlet and triplet carbenes react? 7. How arynes are formed? 8. What are Nitrenium ion? 9. Give the structure of carbenes and Nitrenes 10. Write the structure of carbocations and carbanions. 11. Give the generation of carbenes and nitrenes. 12. What are non-classical carbocations? 13. How free radicals are formed and give its generation? 14. What is [1,2] shift? Five Marks 1. Explain the generation, Stability, Structure and reactivity of Nitrenes 2. Explain the generation, Stability, Structure and reactivity of Free Radicals 3. Write a short note on Non-Classical Carbocations. 4. Explain Fries rearrangement with mechanism. 5. Explain the reaction and mechanism of Sommelet-Hauser rearrangement. 6. Explain Favorskii rearrangement with mechanism. 7. Explain the mechanism of Hofmann rearrangement. Ten Marks 1. Explain brefly about generation, Stability, Structure and reactivity of Carbocations 2. Explain the generation, Stability, Structure and reactivity of Carbenes in detailed 3. Explain the generation, Stability, Structure and reactivity of Carboanions. 4. Explain brefly the mechanism and reaction of [1,2] shift. 5. Explain the mechanism of the following rearrangements i) Wolf rearrangement ii) Stevens rearrangement iii) Benzidine rearragement 6. Explain the reaction and mechanism of Dienone-Phenol reaarangement in detailed 7. Explain the reaction and mechanism of Baeyer-Villiger rearrangement in detailed Compounds classified as heterocyclic probably constitute the largest and most varied family of organic compounds.